资源简介

第三课时　Grammar Focus(3a～3d)
1．Know the usage of the structure of the present continuous tense：declarative sentences，interrogative sentences，affirmative answer and negative answer.
2．Talk about what activities people are doing by using the present continuous tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：kick，online，sight，exam，hope，skate，look like，look forward to，show us all the sights，write to，take online classes Key sentences：①—Is he exercising at the park？—No.He's shopping at the supermarket.②—Are you making zongzi for the Dragon Boat Festival？—Yes.We're watching the races on TV too.③—What are you doing right now？—I'm doing my homework.④—What is he doing at the moment？—He's watching a film.⑤—What are they doing？—They're having breakfast.
Learning Abilities ●Learn to understand the structure of the present continuous tense in declarative sentences[Subject ＋ be (am/is/are) ＋ v．－ing＋sth.] and be able to apply it accurately to describe ongoing actions. ●Learn to master the formation of interrogative sentences in the present continuous tense [Be (Am/Is/Are) ＋ subject ＋ v．－ing＋sth.？] and ask questions about the activities people are doing. ●Learn to answer interrogative sentences in the present continuous tense in the correct way. ●Learn to master a rich vocabulary of verbs representing actions and be able to convert them into v.-ing forms.
Thinking Qualities ●Be able to organize the sentences in a certain order when describing the activities of multiple people in a scene. ●Be able to analyze the subject，v.-ing form，and other components in the sentence to understand the doer of the action and the ongoing action.
Cultural Awareness ●Gain a deeper understanding of the daily lifestyles of people from different cultural backgrounds. ●Understand the contents and ways of people's activities in different cultures to avoid misunderstandings in cross－cultural communication.
重点：
1．Students are able to understand the structure of the present continuous tense in declarative sentences [subject ＋ be (am/is/are)＋v.－ing＋sth.]．
2．Students are able to describe the activities that people are doing in various scenarios.
3．Students are able to use interrogative sentences that combine special interrogative words(what，where，who，etc.) with the present continuous tense.
难点：
1．Students are able to master the verbs which have special cases when changing to v．－ing forms.
2．Students are able to select the appropriate be verbs according to the subjects.
3．Students are able to flexibly use the sentence patterns of the present continuous tense and make appropriate language responses.
Step 1　Review & Lead－in
Ask students to see actions and describe what he/she is doing.
T：Look！What is Tom doing at the moment
Ss：He is reading a book.
T：What is Linda doing right now
Ss：She is…
T：Today let's talk about the grammar of the present continuous tense together.
【设计意图】教师通过让学生看动作并描述的形式导入新课，让学生能够复习已学的知识，同时为接下来的学习作铺垫。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to read the sentences in the grammar box by themselves and underline the structures for the present continuous tense.
2．Ask students to work in groups and find out the declarative sentences，interrogative sentences，affirmative answers，negative answers of the present continuous tense.
【设计意图】通过观察总结，学生能够理解现在进行时的各种陈述句式及疑问句式。
Step 3　Grammar(3b～3c)
Work on 3b
1．Ask students to complete the sentences with the correct forms of the verbs in the box.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
(Students must read the complete sentences.)
Work on 3c
1．Ask students to complete the postcard with the correct forms of the verbs in brackets.
T：Look！Here is a postcard from Kate Smith in 3c.Complete the postcard with the correct forms of the verbs in brackets.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
【设计意图】通过做练习，学生能够对目标语法进行充分理解和掌握。
Step 4　Speaking(3d)
Work on 3d
1．Ask students to work in groups and take turns miming different activities and guessing what they are.
T：Now work in groups.Each of you think of an action and then do it one by one.Others guess the activities by using the sentence pattern “Are you…？” You can use the sentence patterns in 3d.You have three minutes.Go!
2．Ask two or three pairs to play the game in front of the class.
【设计意图】通过组内成员编对话练习，学生能够对目标语言进行口头训练，培养并提升自己的语言交际能力。
Step 5　Summary
Ask students to make a summary of the sentence patterns related to the present continuous tense.
【设计意图】通过总结本单元所学的目标语言，学生能够明确并掌握本节课的重难点知识。
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Extended：Describe your group members' activities at the break time.
Unit 5　Here and Now 第三课时　Grammar Focus(3a～3d) Positive form：subject＋am/is/are ＋ doing＋ sth. Negative form：subject＋am/is/are ＋ not ＋ doing ＋ sth. Interrogative sentences：—Am/Is/Are ＋ subject ＋ doing ＋ sth. Affirmative answer：—Yes，subject ＋ am/is/are. Negative answer：—No，subject ＋ am not/isn't/aren't.第五课时　Section B(2a～3c)
1．Describe activities that people are doing in the park.
2．Draw a picture of some people doing different activities and describe what is happening in the flat.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：take a look at，on the first/second floor，live in Flat 101，play the piano，exercise on a mat Key sentences：①Look，the sun is shining！②She's playing the piano.③Mr Zhang is watching TV and his wife is exercising on a mat.
Learning Abilities ●Learn to carefully observe the details of the indoor(flat) environment and the various activities that people are doing there. ●Learn to integrate the information about people's activities，the environment，etc. ●Learn to organize the information about various activity details，relationships between people，etc.
Thinking Qualities ●Be able to accurately present the content in a certain logical order when describing the activities in the park or in the flat. ●Be able to use imagination to create unique scenes in the drawing and description tasks.
Cultural Awareness ●Understand the ways and habits of family gatherings and social activities in different cultural backgrounds. ●Understand the differences in outdoor leisure cultures in different countries and regions when describing the activities of people in the park.
重点：
1．Students are able to observe the common activity types in the park environment and describe activities logically.
2．Students are able to explain the activity content in detail according to the content students draw.
难点：
1．Students are able to master some basic action words to describe activities.
2．Students are able to draw and describe the activities accurately and lively.
Step 1　Review
1．Ask students to do exercises of this unit.
2．The teacher checks the answers and summarizes the fallible words or sentence patterns with students.
(The exercises must include the key and difficult points and fallible points.)
【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识点的理解。
Step 2　Presentation(2a～2b)
Work on 2a
Ask students to look at the picture in 2a and describe the activities people are doing with deskmates.
Work on 2b
1．Ask students to write a short passage for the picture by describing what is happening in the park.
T：By the way，the picture is from a vlog.But there isn't any introduction of it.Please write a vlog script for it and dub for the vlog.
2．Choose three or four students to share their writings.
【设计意图】通过分享自己的小文章，学生能够对目标语言进行充分的练习并巩固所学知识，为写作作铺垫。
Step 3　Guidance on writing methods
【典型例题】假设你是Han Mei，现在是中秋节的晚上，但是你在美国。请你根据下面表格的内容，描述一下你的寄宿家庭中每个人的活动以及你自己的活动，同时表达自己的思乡之情。70词左右。
Family members Activities
The father Read a newspaper
The mother Make soup
The children Make a model plane
Han Mei Talk on the phone
提示词：the Mid-Autumn Festival中秋节；mooncake月饼；host family寄宿家庭
◆◆思路点拨
写作注意事项：
(1)本文应以第一人称和第三人称进行叙述；
(2)正确使用现在进行时；用恰当的短语描述思乡之情；
(3)介绍人物活动时，要加上不同的修饰词或地点状语等让描述更加细致。
◆◆范文欣赏
I am Han Mei.I am in America.Now it's 8：00 p．m.Today is the Mid－Autumn Festival in China.But it's like any other night for me and my host family.The father is reading a newspaper on the sofa.The mother is making soup in the kitchen.And the children are making a model plane together.
What am I doing now？I'm talking to my mother on the phone.I miss my family very much and I wish to have mooncakes today.My host family are really friendly and I like them a lot，but I still want to see my friends and family.Because there's “no place like home”．
【设计意图】通过讲解一篇典型例题，并用思维导图的形式呈现，学生能够了解如何谋篇布局来完成一篇写作。
Step 4　Writing & Speaking(3a～3c)
Work on 3a
Ask students to work in groups，draw a group of flats，and then think of a full name for the flats.
T：Look at the picture in 3c.Is it like your neighbourhood？Now use your imagination and draw a group of flats like the one in 3c.And give your flats a beautiful or interesting name.
Work on 3b
Ask students to draw some people doing different activities in the flats.
T：What are the neighbourhoods doing at 8 o'clock at night？Please draw them in your flats.
Work on 3c
1．Ask students to present their flats to their classmates.
2．Ask students to describe what is happening in each flat and decide who has the happiest or the most interesting flats.
T：Let's describe what is happening in each flat group by group.Then you vote for the happiest or the most interesting flats.The example in 3c will help you a lot.
【设计意图】通过各小组介绍晚上八点邻居的活动，学生能够充分掌握本单元的目标语言。
Step 5　Summary
Ask students to summarize the key sentence patterns of describing activities.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Polish your drawing and write a writing to share different activities in the flat you draw.
2．Do the exercises in students' workbooks.
Unit 5　Here and Now 第五课时　Section B(2a～3c) Key words and phrases：take a look at，on the first/second floor，live in Flat 101，play the piano，exercise on a mat Key sentences：①Look，the sun is shining! ②She's playing the piano. ③Mr Zhang is watching TV and his wife is exercising on a mat.第四课时　Section B(1a～1d)
1．Talk about what people are doing around the world.
2．Talk about what is happening in different places.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：happen，time zone，around the world，right now，in a hurry，rush，shine brightly，colourful，slowly，such as，painting，market，bright，drop，passenger，central，explain，side by side，pick up，drop off，take part in，subway，tour，sunshine，drive… Key sentences：①Lights are shining brightly across the city and colourful boats are moving slowly down the river.②Many others are walking in the parks and looking at elephants and giraffes.③Bright yellow taxis are picking up and dropping off passengers.④Some people are jogging，walking，and riding bikes in Central Park.⑤Others are drinking coffee and eating breakfast in coffee shops.
Learning Abilities ●Learn to master a large number of words and phrases that describe different activities，places，and people. ●Learn to organize words reasonably to build complete and smooth sentences to express various activity scenes.
Thinking Qualities ●Be able to carefully observe various elements in the relevant scenes，including people's actions，expressions，and the surrounding environment，in order to accurately describe what is happening. ●Be able to describe multiple activities in a certain logical order. ●Be able to add one's own creativity and imagination to make the description more individual and attractive.
Cultural Awareness ●Gain a deep understanding that different regions have unique cultural characteristic activities. ●Better understand the ways people in different cultural backgrounds utilize public space. ●Enhance each other's understanding and appreciation of different cultures，and thus better conducting cross－cultural communication.
重点：
1．Students are able to master a large number of action verbs to describe the activities that people are doing.
2．Students are able to use adverbials of place and time correctly to make the description more specific.
3．Students are able to describe the activities in a certain logical order.
难点：
Students are able to use accurate grammar to ensure subject－verb agreement and the correct use of tense when the description involves multiple actors and various activities.
Step 1　Lead－in
1．Show students a video of people's activities around the world and ask them to describe their activities in the video.
T：It's eight o'clock in the morning.What are people around the world doing right now？Now let's watch the video and find out their activities.
2．Ask students to take notes and share their answers after watching the video.
【设计意图】教师通过视频展示世界各地的人们正在进行的活动，激发学生的学习兴趣，同时引入主题。
Work on 1a
Ask students to look at the clocks and tell the times in different places.
T：Look at the clocks here.What time is it in Chongqing
Ss：It's 8 o'clock in the evening.
Step 2　Reading(1b～1c)
Work on 1b
1．Ask students to read the article and add the times from 1a into the text.
T：Here is a video script.Fill in the blanks with the times from 1a.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
Work on 1c
1．Ask students to read the article again and answer the questions.
T：What are the special dishes in Chongqing？Where can people in Nairobi see big animals？What are people doing in Central Park？Let's read the script again and find out the answers.
2．Ask students to discuss their answers in class and share in class.
(Students must share with complete sentences.)
【设计意图】通过回答问题，学生能够对文本有更充分的理解并提高抓取关键信息的能力。
Step 3　Speaking(1d)
Work on 1d
1．Ask students to read the passage again and write the names of the places in 1d.
T：Some people are talking about the three places：Chongqing，Nairobi and New York.Read the five statements and find out which place each sentence is about.
2．Check the answers together.
【设计意图】通过阅读句子找出对应的地方，学生能够对文本内容有更充分的理解，提升精准定位、理解具体信息的能力。
Step 4　Summary
1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the exercises in students' workbooks.
2．Extended：Choose two places in different countries and describe what people are doing at the same time.
Unit 5　Here and Now 第四课时　Section B(1a～1d) ①Lights are shining brightly across the city and colourful boats are moving slowly down the river. ②Many others are walking in the parks and looking at elephants and giraffes. ③Bright yellow taxis are picking up and dropping off passengers. ④Some people are jogging，walking，and riding bikes in Central Park. ⑤Others are drinking coffee and eating breakfast in coffee shops.第一课时　Section A(1a～1d)&Pronunciation
1．Talk about different activities.
2．Describe what people around us are doing.
3．Talk about the pronunciation of the letter “u” and the stressed words in sentences.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：gardening，riding a bike，playing volleyball，shopping，reading a book，washing dishes，be free to do… Key sentences：①—What are you doing at the moment？—I'm doing my homework/working on something important.②—What is he/she doing right now？—He's/She's shopping at the supermarket at the moment.③—What are you/they doing at the moment？—We are/I am/They are doing…
Learning Abilities ●Learn to master a rich variety of vocabulary related to various activities，and use correct sentence structures and tenses to describe these activities. ●Learn to accurately describe what people around us are doing by careful observation. ●Learn to accurately distinguish pronunciation of the letter “u” in different words and produce the accurate sound especially the stressed words in a sentence.
Thinking Qualities ●Be able to summarize the common activities of each type of people in specific places to make the description more organized. ●Be able to describe people's activities in a certain logical order.
Cultural Awareness ●Gain a deeper understanding of the local social and cultural atmosphere，living habits，etc. ●Recognize the cultural characteristics of different groups and enhance the understanding of group culture.
重点：
1．Students are able to name different activities with the words and phrases：gardening，riding a bike，playing volleyball，shopping，reading a book，washing dishes…
2．Students are able to describe what people are doing with the sentence patterns of the lesson.
3．Students are able to summarize the pronunciation rules of the letter “u” in different words and correctly read the stressed words in a sentence.
难点：
1．Students are able to accurately describe activities they are doing with related languages.
2．Students are able to correctly read new words by applying these pronunciation rules of the letter “u”．
3．Students are able to find out which words in a sentence should be stressed.
Step 1　Lead－in
1．Show pictures of different activities that people are doing and ask students what they are doing.
T：Look at the boy.What is he doing
S1：He is doing sport.
T：What about the girl
S2：…
2．Lead students to read the phrases on the PPT.
(Show verb phrases related to activities on the blackboard：gardening，playing volleyball，reading a book，riding a bike，shopping，washing dishes)
T：Today we are going to talk about what people around us are doing.
Work on 1a
1．Ask students to look at the pictures in 1a and write the activities under the pictures.
2．Ask students to read the words and the teacher helps to correct their pronunciations if necessary.
3．Ask students to talk about the activities they want to do.
T：Which activities do you want to do now
【设计意图】教师通过展示不同的图片导入新课，激发学生的学习兴趣，同时启发已学习的知识。
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to listen to the conversations in 1b and answer the questions.
T：There is someone talking on the phone.Now let's listen to three telephone conversations and find out the answers.
Q1：Who is calling his friends？Q2：What activity does he want to do with his friends？Q3：How many of his friends are free to do the activity
2．Ask students to share their answers.
Work on 1c
1．Ask students to listen again and match the questions with the answers.
T：What are Teng Fei，Adam and Binbin doing now？Listen again and match the questions with the answers.
2．Ask students to share their answers and the teacher helps to correct their mistakes if necessary.
3．Ask students to make a summary about the sentence patterns in 1c and the teacher shows them on the PPT.
Work on 1d
1．Ask students to act out a phone conversation with a partner and ask them to do something together.
T：It's Sunday today.You want to invite one of your classmates to do something.Now work in pairs and make a phone conversation.
2．Choose three or four pairs of students to share their conversations.
【设计意图】通过角色扮演活动，学生能在对话中熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～2)
1．Show students the phonetic symbols of the letter “u” in different words.
2．Ask students to read them in groups and find out how the letter “u” is pronounced in each word.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words.How does “u” pronounce in these words
Ss：//，/ju/，/u/…
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to add one more word to each group.
T：Do you know other words with the letter “u” that have these pronunciations？Please list one in each group.
Work on 2
1．Ask students to listen to the recording and underline the stressed words.
2．Ask students to read after the recording and pay attention to the words that are stressed.
【设计意图】 通过跟读音标及句子中的重读单词，学生能有效地练习发音及句子语调。
Step 4　Summary
1．Ask students to do the exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Describe what your family are doing at 8：00 p．m.
Unit 5　Here and Now 第一课时　Section A(1a～1d)&Pronunciation Words and phrases：gardening，riding a bike，playing volleyball，shopping，reading a book，washing dishes Sentence patterns：①—What are you doing at the moment？—I'm doing my homework/working on something important.②—What is he/she doing right now？—He's/She's shopping at the supermarket at the moment.③—What are you/they doing at the moment？—We are/I am/They are doing…第二课时　Section A(2a～2e)
1．Talk about what Jane and her family are doing.
2．Make a telephone conversation with telephone expressions.
3．Know the grammar：the present continuous tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：voice，hold on，somebody，could，take a message，leave a message，call back，have a holiday，the Dragon Boat Festival，watch the boat races on TV，wash the car，right now，make zongzi，prepare for，care about，at the moment… Key sentences：①We are having a holiday here.②Are you having fun in China？③Hao Yi and I are making zongzi and watching dragon boat races on TV.④It's/This is…speaking.⑤—Could I speak to…？—Yes，hold on，please.⑥Who's this？⑦May I ask who is calling？⑧Sorry，he/she is out at the moment.⑨Can I take a message？⑩Would you like to leave a message？B11Could you tell him/her to call me back？
Learning Abilities ●Learn to use telephone expressions to express their thoughts and intentions clearly and fluently. ●Learn to extract information about the activities that Jane and her family are currently engaged in from the given situation. ●Learn to understand the structure of the present continuous tense(be＋v.－ing)，and correctly choose the be verb (am/is/are) according to the singularity or plurality of the subject.
Thinking Qualities ●Be able to be more organized when expressing opinions and exchanging information. ●Be able to analyze the clues in the situation to infer what each person is doing. ●Be able to introduce the actions that each person is performing in a logical order.
Cultural Awareness ●Understand some basic telephone communication cultures in English－speaking countries. ●Broaden their cultural horizons and understand the diversity of family life under different cultural backgrounds.
重点：
1．Students are able to ask or describe what people are doing with the correct sentence patterns：①—Are you/Is he/Is she/Are they doing…？②I'm/We're/He's/She's/They're doing…
2．Students are able to accurately use vocabulary related to activities to describe what people are doing.
3．Students are able to understand the basic structure of alternative questions in the present continuous tense.
难点：
1．Students are able to correctly choose the be verb (am/is/are) according to the singularity or plurality of the subject in the structure of the present continuous tense.
2．Students are able to make sentences by correctly using the structure of the present continuous tense(be＋v.-ing)．
Step 1　Lead－in
The teacher plays a video of a telephone conversation and asks students to summarize what they are doing now.
T：Linda is talking to her friends on the phone.Watch the video and find out what they are doing.
Ss：…
【设计意图】老师通过看视频回答问题，引导学生回顾所学单词和短语，并有效地引入主题。
Step 2　Listening & Speaking(2a～2c)
Work on 2a
1．Ask students to listen to the conversation between Jane and her family and fill in the blanks.
T：Jane is calling her parents.What are they talking about？Now listen to the conversation and fill in the blanks.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask students to read the conversation and circle T for true，F for false or NG for not given.
(While reading，the teacher walks around and corrects students' pronunciations.)
T：Here are five statements describing Jane and her family.Let's read the conversation together.Judge whether these sentences are true or false.Circle T for true，F for false，and NG for not given.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2c
1．Ask students to read the conversation again and complete the table.
T：What are they doing now？Let's read again and fill in the blanks.
(The teacher shows the key sentence patterns on the PPT：Jane is doing…/Jane's father is doing…/Jane's mother is doing…)
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Step 3　Consolidation(2d)
Work on 2d
1．Ask students to listen to the conversation and pay attention to the stressed words.
2．Ask students to role－play the conversation of 2a.
T：Let's role－play the conversation.One will be Jane，one will be Mum and one will be Dad.Here we go.
【设计意图】通过role－play，学生能够逐步掌握目标句型，并提升复述文本的能力。
Step 4　Practicing(2e)
Work on 2e
1．The teacher shows the chart of 2e and asks students to read the telephone expressions.
2．Ask students to work in pairs and make up a telephone conversation in pairs.
T：Do you call anyone in English before？Who do you want to call？Now let's make a telephone conversation together.The sentence patterns in 2e may help you.
【设计意图】通过创设情境编对话的形式，学生能够巩固本节课所学的重点句型。
Step 5　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Extended：Make a phone call to your best friend in English.
Unit 5　Here and Now 第二课时　Section A(2a～2e) Key sentences：①We are having a holiday here.②Are you having fun in China？③Hao Yi and I are making zongzi and watching dragon boat races on TV.④It's/ This is…speaking.⑤—Could I speak to…？—Yes，hold on，please.⑥Who's this？⑦May I ask who is calling？⑧Sorry，he/ she is out at the moment.⑨Can I take a message？⑩Would you like to leave a message？B11Could you tell him/her to call me back？

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